Ifugao State University

Shared reading is one way to support students' reading performances, as it builds a strong foundation for reading literacy and fosters collaboration. However, its role in supporting local students' academic reading performances remains underexplored. This study examined the effectiveness of shared reading as an English reading intervention in enhancing primary school students' word recognition and reading comprehension. Determining the significant differences in their reading performance before and after the intervention was included. Ten Grade 3 students from a primary school in Tinoc, Ifugao, Philippines, who were evaluated with English reading frustration levels, were purposively selected as participants. Using classroom action research, pre- and post-tests were administered to measure their reading progress. Results indicated that the students generally improved significantly in their academic reading performances after using the shared reading intervention. Although some students still experienced frustration levels in their word recognition and comprehension, most were determined to achieve instructional and independent levels by the end of the shared reading sessions. This suggests that the shared reading intervention effectively enhanced the students' word recognition and reading comprehension. This study emphasizes the significance of structured reading interventions at the primary level in enhancing reading proficiency and equipping young students with the essential skills necessary for academic reading success.

This study explored the challenges and coping mechanisms experienced by a former person deprived of liberty during reintegration into the community. A qualitative case study design with a narrative analysis approach is used in this study. The data was collected through a semi-structured interview, allowing the participant to share his lived experiences in depth. The findings revealed that the participant faced emotional distress, social stigma, family adjustment difficulties, and uncertainty regarding employment and social reintegration. Regardless of these obstacles, he utilized skills acquired during the incarceration, engaged in supportive relationships with family and monitoring officers, and finally reconstructed his identity, demonstrating resilience and positive transformation. The study underscores that successful reintegration is a gradual process that requires a combination of personal, practical skill application, and structured social support. The results emphasized the need for comprehensive intervention programs to address the challenges not only in the economic and practical aspects but also in the emotional domain.

The study aimed to explore school heads and teachers’ awareness of inclusive education and the institutional challenges in its implementation in the Alfonso Lista Districts 1 and 2, Philippines. Using a descriptive survey design with both quantitative and qualitative approaches, data were collected through questionnaires and validated through informal interviews. Findings revealed that both groups were knowledgeable and fully aware of inclusive education. School heads were more aware of the legal aspects, while teachers were knowledgeable about the pedagogical aspects of implementing inclusive education in real-life teaching contexts. Key challenges included limited functional transition programmes and insufficient teacher competencies in inclusivity, particularly content and pedagogical knowledge. The study recommends enhancing teaching strategies, providing proper orientation, training and information dissemination and strengthening teachers’ professional development through continuous learning and advanced studies.

This is a message from the well-known and outstanding African-American motivational speaker and writer, who is eminent for his success in inspiring willing learners to excel. His endeavor motivates every student who is struggling and facing lots of challenges to strive and shine, especially during difficult times. This exemplifies the ultimate goal of anyone who is willing to survive, surpass obstacles and achieve his/her goals whatever it takes. The unprecedented challenges posed by global crises, such as the recent pandemic, significantly impact educational systems and student well-being (Tria, 2020). The abrupt shift from traditional face-to-face instruction to remote learning modalities, including online and modular approaches, presented substantial hurdles for students, particularly concerning access to resources, internet connectivity, and effective learning interactions with instructors (Barrot, Llenares & Del Rosario, 2021; Rotas & Cahapay, 2020). These educational disruptions contributed to increased stress among students (Dayagbil, Palompon, Garcia & Olvido, 2021).

The booming development of the Internet of Things (IoT) demands the secure and effective establishment of the devices to provide sensitive passages with the security against a spoofing, replay, and an unauthorized access. The challenge is addressed in this paper with an effective presentation of Trust-Aware Secure Bootstrapping Framework that integrates lightweight trusted computing, and dynamic trust score calculation, to provide flexible and trustful IoT device push-pull in the process of onboarding. Its characteristic of controlling communication based on trust in real-time which provides a secure session only above a certain pre-established trust level is unique and it is computationally and energyefficient. The Trust-Aware Secure Bootstrapping Framework Dataset was used to identify the performance of the proposed framework to establish that the framework was 98 percent accurate in detecting attacks and providing trust-based device authentication. It was superior in terms of latency reduction, trust worthiness and scalability as compared to level with usual bootstrapping procedures. The results confirm that the framework helps to improve the security of IoT and can be resource-efficient, which facilitates the future integration of it with AI-based trust prediction and resource-effective blockchain-based trust management systems.

Industry 4.0 consists of automating operations with the help of IIoT systems, monitoring their state in real time and ensuring that nothing goes wrong. Nevertheless, these systems can be easily disturbed by any unusual events that can interrupt the work and provoke some safety problems. The study is aimed at resolving this urgent problem, and the purpose of the research is to create a proactive system of detecting anomalies that will identify a failure in the network of industrial mechanisms in real-time. The proposed solution, EAD-IoTNet (Edge-based Anomaly Detection for Industrial IoT Networks) uses edge computing and ubiquitous sensor data to identify anomalies with a low latency. Python-based software and machine learning libraries were used to train and test the model by using the Industrial IoT Fault Detection Dataset available on Kaggle. With the results of 99.98 % accuracy, it was found that EAD-IoTNet is superior to conventional centralized approaches in all major performance indicators. This proves that this model can be efficient to perform proactive maintenance and prompt reaction. To summarize, EAD-IoTNet provides a more intelligent and scalable way on how to guarantee reliability and safety in industrial settings of the current era.

This study explores the role of artificial intelligence (AI) in transforming management education and strategic decision-making, focusing on AI-powered pedagogies and adaptive strategy implementation. The research investigates how AI can personalize learning experiences through intelligent tutoring systems, predictive analytics, and real-time feedback mechanisms, thereby enhancing engagement, retention, and critical thinking skills essential for modern management roles. Additionally, the study examines AI’s potential to support organizations in implementing adaptive strategies through real-time data analytics, allowing for proactive decision-making and agile responses to market dynamics. The study proposes a conceptual framework that integrates AI-driven learning with adaptive strategy tools, aiming to enhance both management learning outcomes and organizational agility. Based on a systematic literature review, the findings underscore the significance of AI in both educational and organizational contexts. However, challenges such as data privacy concerns, algorithmic bias, and the need for AI expertise remain critical barriers to broader adoption. This study contributes to the growing body of knowledge on AI applications in management, offering insights into its potential to revolutionize both learning and strategic processes. The findings highlight the need for further empirical research to validate the proposed framework and explore its practical implementation.

The survey aimed to examine the factors influencing local tourists’ Willingness-To-Pay (WTP) for the ecopark, focusing on tree crown architecture and the georeferencing of indigenous trees. The study was conducted at the Ecotrail and Reservation Site of Indigenous Species (ECOTRIS) at Ifugao State University. The results revealed that ECOTRIS entails a significant consumption cost, as 90% of the tourists surveyed expressed a willingness to pay for its management. Among these, 72.2% were willing to pay ₱10, 18.5% ₱15, and 9.3% ₱20.The majority of respondents (69%) were aged 15–25 years, while 21% were 26–39 years old. The WTP results showed that ecological enhancements and approval of existing facilities were statistically significant factors. Regarding trail preferences, concreted trails were favored over unconcreted ones, with land use, situational features, and natural obstacles also influencing tourists’ willingness to pay and satisfaction with the facilities. The study found that ECOTRIS is predominantly visited by younger male tourists and university students, rather than older individuals, women, or high school students, with significant statistical differences observed among these groups. Additionally, the tree crown architecture of native trees was perceived to have higher aesthetic value compared to non-native or exotic species. Non-native species were noted to be potentially invasive, often outcompeting native trees for sunlight in forest stands.

This study measured the use of localized module as instructional tool in interpreting technical drawings and plans of Grade 8 students at Ifugao Technical Vocational School. The conclusions of the study may serve as the standard by which educators evaluate students' electrical installation and maintenance competence and basis for administrators to implement Projects, Activities, and Programs (PAPs) that may lead to high-quality education. The mixed method, particularly sequential explanatory approach was utilized to gather and evaluate numerical data in order to spot trends or test theories and collecting narrative data to contextualize or explain the quantitative results, especially any unexpected ones. Purposive sampling was used in selecting the 46 respondents. The study found that before the use of the localized module, the competency level of the respondents in interpreting technical drawings and plans is “beginning.” However, after the use of localized modules, the competency level of the respondents improved to developing. The localized module is an effective instructional tool in interpreting technical drawings and plans. The respondents have varied perceptions and experiences during the use of the localized modules which were categorized into learning process and engagement, self-assessment and feedback, content presentation, and recommendation. Four enhancements were made to enhance the localized module that include providing of more real technical plans and drawings, inclusion of the link for the teacher made video lesson in the module, inclusion of the format on how to interpret schematic diagrams of circuits and separating the answer key from the localized module so that the students will not be tempted to browse the answer key while answering the activities on the module. The study recommended that the teachers may make more localized learning resources to improve the least mastered competencies of the learners. The localized module can be distributed to the all the students in order to help them understand the lessons on interpreting technical drawing and plans. Furthermore, the enhanced tool in this study may be adopted by other teachers in any school as well which can ease teaching and learning process. Keywords: Instructional Tool, Localized Module, Technical Drawings and Plans

Result showed that the sole application of 10 tons ha-1 of processed chicken manure provided an immediate and significant yield enhancement in bush snap beans. Its combination with biochar and wood vinegar may provide an additional improvement in yield but may require a longer period of application. The addition of wood vinegar has a significant effect in controlling bean rust disease. The use of “Bokod” variety of bush snap bean produced a highly significant pod yield. For long-term and sustainable organic snap bean production, a combined application of 10 tons ha-1 of processed chicken manure, 10 tons ha-1 of biochar, and 5 ml L-1 water of wood vinegar is used to optimize yield.